GRADE 1 to 12 School LOKEB NATIONAL Grade Level 12

DAILY LESSON HIGHSCHOOL

LOG Teacher APRIL O. MACARAEG Learning Area COOKERY
Teaching Dates
JULY 15, 2019 Quarter 1ST QUARTER

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding he knowledge, skills, and
attitudes required in preparing salad and dressing
B. Performance Standard The learners independently prepare salad and dressing.
C. LearningCompetency/Objectives Perform mise en place
Write the LC code for each. Classify salad according to ingredients and meal course.
TLE_HECK9-12SD-I-e-8
II. CONTENT Salad Classification According to Ingredients and Purposes
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages p. 89 / 94-95
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource https://prezi.com/njmuoxz2vbxe/classification-of-salads-according-to-the-place-in-
the-meal/
https://quizlet.com/175252873/classification-of-salads-according-to-their-functions-
in-the-meal-flash-cards/
https://theculinarycook.com/types-of-salad-and-salad-dressings/
IV. PROCEDURES
A. Reviewing previous lesson or Spelling with a Twist. (15mins)
presenting the new lesson A game that would test the creative thinking of the learners by
spelling up the answer to the following questions using only the
items that they have.

1. A small portion of food or dish to stimulate the appetite.

Appetizer.

2. Macaroni,elbow, spaghetti, shell, penne, fusilli and farfalle

are examples of _________________. Pasta

3. These two are types

of ____________________?

*Lettuce

4. Identify any seed variety?

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B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
J. Finding practical application
of concepts and skills in daily
living
K. Making generalizations and
abstractions about the lesson
L. Evaluating learning
M. Additional activities for
application or remediation
5.
Four picture word.
Brainstorming Activity: (20 minutes)
Learners will be given a sample menu with a pictures and will have to
plan a proposed meal set for a brunch party in celebration of the
work immersion completion.
Guide Questions:
Learners discuss which one would they prefer for party treats/ snacks, side dish (for
steak and mash potatoes) , or dessert? Why did they choose that particular
dish/picture?
Which would they to eat if they won’t be able to have rice and meat for their meal.
What could be a possible alternative? Why?
Guide Questions: (10 minutes)
What did you notice about the menu?
The menu consist range of salad varieties that may be serve/eaten for different purposes.
Pictures are vivid with ingredients that can be easily identified which gives you an idea on
what are you about to get/ eat.
Use the following words to define “salad”
(dressing, combination, other ingredients, vegetables, fruits)
Guide Questions: (20minutes)
1.What is a salad?
…a combination of vegetables, fruits and other ingredients served with a dressing.
2. How can they be classified?
… according to ingredients and purpose.
*Learner read lesson information on page 94-95 and discuss the main points of
“Classification of Salad According to Ingredients.”
Teacher discuss “Classification of Salad According to Meal Course / Purpose.”
(20minutes)
1. Appetizer Salad
2. Accompaniment Salad
3. Main Course Salad
4. Intermezzo Salad
5. Dessert Salad
I. Group/ Learners will be given letter hints to identify the
following ingredients. 10 items
II. Learners work in a group and classify the following salads from
the menu according to ingredients and purpose.
Before the pantry chef can produce salad, first he/she has to decide
exactly what salads should made. Therefore, learners should know
what kinds of salads are best for which purpose and choose
ingredients wisely.
“Classification of Salads”
*It is helpful to divide salads into categories in order to understand how
they are produced because the number and variety of salad
combination is endless.
Pen & Paper Test.
15 Items.
*Learners identify seasonal ingredients and create/modify salad
recipes.
* Learners go out and collect stuff/things that they can use to represent salad ingredients and
create a representation of a salad. Learners discuss about their salad creation and classify
them.
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 V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by :

April O. Macaraeg
SHS TVL Teacher

Check by : Approved by:

Liza V. Soriano Salvador B. Tamayo, Ed.D.

Master Teacher I Principal I

Approved by:

Salvador B. Tamayo, Ed.D.

Principal

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Korean[edit]

Korean dumplings are called mandu (만두, 蠻頭). They are typically filled with a mixture of
ingredients, including ground pork, kimchi, vegetables, cellophane noodles, but there are very many
variations. Mandu can be steamed, fried, or boiled. The dumplings can also be used to make a soup
called mandu-guk (만둣국).

Gyōza (ギョーザ/餃子) is the Japanese version of the Chinese jiaozi.

shaomai, shui mai, shu mai, sui mai, shui mei, siu mai, shao mai, siew mai, siomay,

This Is What Dumplings Around the World Are Like

Recipe editor Jennifer En presents a brief guide to help you navigate the vibrant global dumpling scene.

As a mandatory part of her childhood, recipe editor Jennifer En grew up on a healthy diet of Chinese
dumplings in all their forms. She didn’t know then that many cultures around the world also have their own
versions of this delectable food. Imagine the joyful surprise! Below she fills you in on some of the dumplings
you don’t want to miss.

The fact is, I have spent large portions of my life devoted to eating dumplings or yearning for them in
their absence. As an adult, I have come to realize that this glorious food category (dough wrapped around
a delicious filling) doesn’t end with Chinese pot stickers at all. On the contrary, various cultures have
dumplings, too—ones made with different kinds of dough and fillings. They even go by other names!

I’ve long recovered from the shock of discovering so many other types of dumplings and have since eaten
many of them (sometimes in undignified quantities). Here, I present a brief guide to help you navigate the
vibrant and happy landscape of stuffed dough.

CHAR SIU BAO

Although commonly associated with Chinese cuisine, char siu bao are pork buns that can be found all
over Asia. From China and Korea to Vietnam and Thailand, these delectable savory treats—despite their
regional differences—have in common soft, thick dough on the outside and variations of barbecue-
flavored pork inside. They are most often steamed, and sometimes baked, although much less frequently.

You’ll like them if: You’re a human who enjoys bread, pork, and the glorious flavors of barbecue.

Looking to try interesting new foods?

Sign up for Plated for globally inspired recipes delivered to your door.

HALUŠKY
Halušky are Slovak dumplings similar to the dough knobs that make up the American dish of chicken and
dumplings. Like Italian gnocchi, they are made with flour and often times, potatoes. They are boiled and
tossed with meat or vegetables and a sauce.

You’ll like them if: You’re a comfort food enthusiast who loves foods that feel like big hugs.

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JIAOZI
Jiaozi, commonly referred to as pot stickers in the West, are Chinese dumplings traditionally filled with
pork, shredded cabbage, and chives. The simple wrappers are made with flour and hot water. The name
refers to the cooking method of frying them without moving until the bottoms are charred and stick to
the pan. They are then steamed with water until the filling is fully cooked.

You’ll like them if: You appreciate just-greasy-enough foods that happen to taste magical at 1 AM.

GYOZA
Gyoza are the Japanese version of pot stickers, or jiaozi. While they originated in China, they are now
found on most Japanese menus as an appetizer.

You’ll like them if: You’re a classic dumpling lover who wants to order sushi rolls, too.

MANDU
Mandu are Korean dumplings with a thin dough wrapped around meat, tofu, vegetables, or any
combination thereof. They are often served with kimchi (spicy pickled cabbage) and spiced soy sauce
alongside for dipping.

https://www.plated.com/morsel/dumplings-around-the-world/

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https://www.slideshare.net/leagodinez25/dim-sum-restaurant-menu-types-of-chinese-dumplings
https://en.wikipedia.org/wiki/Dim_sum
 The original meaning of the term "dim sum" is unclear and debated.[2]
 Some believe that the term originated in the Eastern Jin dynasty.[3][4] According to legends, an
unnamed general ordered civilians to make buns and cakes and send them to the front line, in
order to express his gratitude towards his soldiers after battles. "Gratitude" in Chinese is 點點
心意, which was later shortened to 點心 (dim sum), while the term represents dishes which are
made in a similar fashion.
 However, the accuracy of the above account is not supported by any historical text. Some also
believe this event happened in the Southern Song dynasty[5][6], which existed after the earliest
historical record of the term was written (see below), thus contradicts the notion that this event
is its origin.
 The earliest definite record of the term is the Book of Tang (唐書, written in the Five Dynasties
and Ten Kingdoms period)[4], in which dim sum was used as a verb instead of a noun. The
exact quote is 「治妝未畢, 我未及餐, 爾且可點心」, which means "I have not finished
preparing myself and been ready for a proper meal, therefore you can treat yourself with some
small snacks"). In this particular context, although 點心 (dim sum) literally means "to lightly
touch (your) heart", a more accurate translation is "to barely fill (your) stomach".
 Later texts used the term as a noun. For instance, the Record of the Northern Journey (北轅錄,
written in the Song dynasty) mentions 「洗漱冠飾畢, 點心已至」, which means "dim sum has
already arrived when the grooming is done". Dim sum can be understood as "snacks" in this
quote.
 In short, although its original meaning is unclear, the term has been commonly used to
describe small dishes since no later than the Song dynasty.
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 Dumplings (simplified Chinese: 饺子; traditional Chinese: 餃; pinyin: jiǎo zi; Cantonese
Yale: gáau)
o Shrimp dumpling (蝦餃; xiā jiǎo; hā gáau): Steamed dumpling with shrimp filling.[10]
o Teochew dumpling (潮州粉粿; cháozhōu fěnguǒ; Chìu jāu fán gwó): Steamed dumpling
with peanuts, garlic, chives, pork, dried shrimp, and Chinese mushrooms.
o Xiao long bao (饺子; 小笼包; xiǎolóngbāo; síu lùhng bāau): Dumplings are filled with meat or
seafood with a rich broth inside.
o Guotie (鍋貼; guōtiē; wōtip): Pan-fried dumpling, usually with meat and cabbage filling.
o Shaomai (烧卖; 燒賣; shāomài; sīu máai): Steamed dumplings with pork and prawns. Usually
topped off with crab roe and mushroom.
o Taro dumpling (芋角; yù jiǎo; wuh gok): Deep fried dumpling made with mashed taro, stuffed
with diced mushrooms, shrimp and pork.
o Haam seui gok (鹹水角; xiánshuǐ jiǎo; hàahm séui gok): Deep-fried dumpling with pork and
chopped vegetables. The wrapping is sweet and sticky, while the filling is slightly salty and
savoury.
o Dumpling soup (灌湯餃; guàntāng jiǎo; guntōng gáau): Soup with one or two big dumplings.
 Rolls (Chinese: 捲; pinyin: juǎn; Cantonese Yale: gyún)
o Spring roll (春卷; 春捲; chūnjuǎn; chēun gyún): A deep fried roll consisting of various sliced
vegetables (such as carrot, cabbage, mushroom and wood ear fungus) and sometimes meat.
o Tofu skin roll (腐皮捲; fǔpíjuǎn; fuh pèih gyún): A roll made of tofu skin filled with various meat
and sliced vegetables.
o Rice noodle roll (腸粉; chángfěn; chéungfán): Steamed rice noodles, rolled and filled with
meats or vegetables inside but can be served plain. Popular fillings include beef, dough fritter,
shrimp, and barbecued pork. Often served with a sweetened soy sauce.
 Buns (Chinese: 包子; pinyin: bāo zi; Cantonese Yale: bāau)
o Barbecued pork bun (叉燒包; chāshāo bāo; chāsīu bāau): Bun with barbecued pork filling.
They can either be steamed to be white and fluffy or glazed and baked to golden. The baked
variant are called (叉燒餐包; chāshāo cān bāo; chāsīu chāan bāau).
o Sweet cream buns (奶黃包; nǎihuáng bāo; náaih wòhng bāau): Steamed buns with
milk custard filling.
o Pineapple bun (菠蘿包; bōluó bāo; bōlòh bāau): a bread roll with a topping textured like
pineapple skin, usually sweet. Does not contain pineapple.

Gyōza, Jiaozi and Mandu

Posted on July 15, 2014

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 Japanese food, except for sushi
places (that are often not really Japanese) and one or two top class restaurants, is rarely being served in
Belgium. A pity, because the Japanese cuisine is very rich and healthy. The basic component of a Japanese
meal is a bowl of rice, served with side dishes like vegetables and fish. Meat only became common after
the modernisation in 1868.
For present-day Japanese, rice, soy sauce and fresh seafood are the ultimate symbols of ‘Japaneseness’,
symbols more powerful than the cherry blossom or the national flag in that they satisfy visceral cravings.

Today, many non-traditional dishes are on the daily menu. Some of these popular dishes aren’t even
Japanese, but imported and adapted to the Japanese taste. I’m talking about curry rice (recipe in this
previous post), ramen and nikuman (or butaman in Kansai) etc. Among these, gyōza is one of my
favorites. Gyōza are dough dumplings, usually filled with cabbage and minced pork, optionally in
combination with sesame oil and garlic. The dumplings are steamed, boiled or fried and often served as a
side dish. Gyōza are usually eaten dipped in soy

sauce. The
word gyōza 餃子 was derived from the pronunciation of the same word in Chinese Shandong
dialect, jiaozi. After all, it is originally a Chinese dish. The difference between the Chinese and Japanese
snack is that jiaozi have more variety in fillings, strong-flavored seasoning and thicker dumpling
wrappers than gyōza. The Chinese dish became popular in Japan after the invasion of Manchuria in 1931.
More than a million Japanese who resided in Korea, Taiwan, Manchuria and other Chinese territories under
Japan’s domination, not to mention hundreds of thousands of soldiers who fought on the continent, acquired
a taste for foreign food and played a critical role in its popularization in post-war Japan. (…) Returnees from

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Manchuria found themselves jobless in the midst of devastation and food shortages, and many embarked in
the making and selling of gyōza to their hungry customers.

In Korea as well, dumplings (mandu 만두 in Korean) are pretty popular. The filling is mostly the same as
Japanese gyōza, although Korean people tend to serve it in combination with kimchi or, like in this
picture, as a side dish with rice cakes (tteok 떡) and vegetables.
https://nippaku.wordpress.com/2014/07/15/gyoza-jiaozi-and-mandu/

similar.
Dumplings, AKA Pot Stickers

Originating in China, the dumpling, more commonly called the pot sticker, is made of wheat flour
dough wrapper filled with meat and/or vegetables. This common side dish is cooked many different
ways. Dumplings are most commonly steamed, pan fried, deep fried, or boiled.
Gyoza

While jiaozi dates back about a thousand years, gyoza is a much more recent innovation. During
World War II, the Japanese ate jiaozi while occupying Manchuria. After returning home, some
Japanese sought to recreate the jiaozi back home using Japanese ingredients and preparation
methods. The gyoza was soon born with a thinner dumpling wrapper and more finely chopped
stuffing. The dish is most commonly pan fried to create a wonderful crispy texture that also enhances
its unique flavors.
https://www.shogunorlando.com/the-difference-between-dumplings-and-gyoza/

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 GRADE School LOKEB NATIONAL Grade 11
1 to 12 HIGHSCHOOL Level
DAILY Teacher APRIL MACARAEG Learning Bread & Pastry
LESSON LOG Area Production
Teaching Dates Week 3 - June 18-22, 2018 Quarter FIRST

MONDAY, June 18,2018 TUESDAY, June 19, 2018 TH

(10-11AM & 3-4PM) (11-12nn & 3-4pm)

VII. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards.
followed and if needed, additional lessons, exercises, and remedial activities may be
competencies. These are assessed using Formative Assessment strategies. Valuing o
and enable children to find significance and joy in learning the lessons. Weekly obje

D. Content Standard The learners demonstrate an understanding of the core concepts and theories in br

E. Performance Standard The learners independently demonstrate core competencies in preparing and produ

F. Learning To prepare bakery products through the following guidelines : To p

Competency/Objectives
Write the LC code for each.
throu
Select, measure and weigh required ingredients according to recipe or guide
production requirements
Prepare a variety of bakery products according to standard mixing Defin
procedures/ formulation/ recipes and desired product characteristics class
Use appropriate equipment according to required bakery products and prod
standard operating procedures techn
Bake bakery products according to techniques and appropriate conditions
Select required oven temperature to bake goods in accordance with the TLE_
desired characteristics, standards recipe specifications

TLE_HEBP9-12PB-Ia-f-1

VIII. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the tea
week or two.

IX. LEARNING RESOURCES

C. References
5. Teacher’s Guide pages
6. Learner’s Materials BPP Manual : p. 35-36 BPP M
pages
7. Textbook pages
8. Additional Materials
from Learning Resource
(LR)portal
D. Other Learning Resource BPP Vol.1 L. Basbas p. 46 Yout
“Mix

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 Google.com / chocolate chip cookies Audi

X. PROCEDURES These steps should be done across the week. Spread out the activities appropriately
demonstration of learning by the students which you can infer from formative asse
providing students with multiple ways to learn new things, practice their learning, q
about what they learned in relation to their life experiences and previous knowledg
N. Reviewing previous What are the tools and equipment Wha
lesson or presenting the needed in baking? you h
new lesson choc

Desc
outp
cook

O. Establishing a purpose Students brush up their demonstration Stud

for the lesson checklist for baking. actio
“stir
Stud
what
two a

P. Presenting What are the ways to measure 7/8 of Char

examples/Instances of brown sugar? Stud
the new lesson actio
How about a ½ cup of white sugar?
Q. Discussing new Preparing Bakery Product : Lesso
concepts and practicing “Cookies” “Cla
new skills # 1 Prod

R. Discussing new Lesso

concepts and practicing Mixin
new skills # 2 p. 27

S. Developing mastery Practical demonstration : Students bake “Chocolate Chips Cookies” Stud
(leads to Formative according to a specified recipe. recor
Assessment 3) prod
Infor

T. Finding practical Students applied their knowledge in baking. “Chocolate Chip Cookies”. To ap
application of concepts infor
and skills in daily living To incorporate the value of sanitation and time management during not o
demonstration. bakin
corre
peop
know

Stud
critic

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 the in
to th
lesso
U. Making generalizations Practical Demonstration / Class
and abstractions about Prepare bakery product : Prod
the lesson Chocolate Chip Cookies
V. Evaluating learning Evaluate performance through criteria/ rubrics in line with TESDA standards Self C
and CG.

W. Additional activities for

application or
remediation
XI. REMARKS
6/18/18
There are 3 groups scheduled for demonstration activity on Monday. Only
group3 has done the demonstration on time.
The rest are still working on modifying their recipe and deals with
incomplete ingredients.
6/19/18
The rest of the group were able to catch up on the activity. The group who
finished early worked on their narrative report and undertake their oral
questioning.

XII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student
done to help the students learn? Identify what help your instructional supervisors c
them relevant questions.
H. No. of learners who earned 15
80% in the evaluation
I. No. of learners who require 0
additional activities for
remediation who scored
below 80%
J. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
K. No. of learners who 0
continue to require
remediation
L. Which of my teaching “Learning by doing.”
strategies worked well? These students are smart, creative and imaginative individuals. They just
Why did these work? have to dig with in and practice applying them.

Ensure to give the objectives from the very start and check back with the
students if you are on the same page regarding the objective of the lesson.
Then, let them do things on their own with close supervision on the activity
that they were doing ensuring that the objectives are being meet and safety
is not compromised.
Let them, learned from their own mistakes ; analyzed and realized things
on their own. The teacher acts more as a facilitator and mentor at this time.

M. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
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 use/discover which I wish
to share with other
teachers?

Prepared by : Checked by :
Approved by :
April O. Macaraeg Liza V. Soriano
Genaro O. Manolid, Ed. D.
SHS-Teacher II Master Teacher I
Principal II

Reference : http://depedlps.blogspot.com/2016/06/do-42-s-2016-patterned-dll-outline-in-lesson-planning-
deped-k-12-2016.html

List of Measurable Verbs Used to Assess Learning Outcomes

Bloom's Taxonomy of Educational Objectives (1956): Cognitive Skills

A group of educators, led by Benjamin Bloom, identified a hierarchy of six categories of cognitive skills:
knowledge, comprehension, application, analysis, synthesis and evaluation. As students learn, they start with
the knowledge level and progress through the hierarchy. Thus, advanced courses should include skills at a
higher level than introductory or basic skills courses. Below you will find a web-resource as well as a list of
measurable verbs to assist you in writing course objectives and assess learning outcomes.

Objective-Builder Resource: http://teachonline.asu.edu/objectives-builder/

Knowledge Level: The successful student will recognize or recall learned information.
list record underline
state define arrange
name relate describe
tell recall memorize
recall repeat recognize
label select reproduce
Comprehension Level: The successful student will restate or interpret information in their own words.
explain describe report
translate express summarize
identify classify discuss
restate locate compare
discuss review illustrate
tell critique estimate
reference interpret reiterate

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Application Level: The successful student will use or apply the learned information.
apply sketch perform
use solve respond
practice construct role-play
demonstrate conduct execute
complete dramatize employ
Analysis Level: The successful student will examine the learned information critically.
analyze inspect test
distinguish categorize critique
differentiate catalogue diagnose
appraise quantify extrapolate
calculate measure theorize
experiment relate debate
Synthesis Level: The successful student will create new models using the learned information.
develop revise compose
plan formulate collect
build propose construct
create establish prepare
design integrate devise
organize modify manage
Evaluation Level: The successful student will assess or judge the value of learned information.
review appraise choose
justify argue conclude
assess rate compare
defend score evaluate
report on select interpret
investigate measure support

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